SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Education in Senior Phase and Further Education and Training Teaching

SAQA QUAL ID	QUALIFICATION TITLE
97324	Bachelor of Education in Senior Phase and Further Education and Training Teaching
ORIGINATOR
Cape Peninsula University of Technology
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National First Degree	Field 05 - Education, Training and Development		Schooling
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	503	Not Applicable	NQF Level 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered-data under construction		EXCO 0324/24	2024-07-01	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2033-06-30

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the Bachelor of Education in Senior Phase and Further Education and Training (B Ed SP and FET) qualification is to provide initial preparation for teachers in Senior Phase and FET Teaching. It aims to build the knowledge, skills and values required for teachers' professional practice and to lay the basis for continuing professional development through lifelong learning.

Apart from the professional component, the focus is also on the content and the curriculum studies as electives in the specialised subject areas. The qualification structure makes provision for the preparation for the Senior Phase in the first and second year. This then leads to the preparation for the Further Education and Training Phase in the third and fourth year. Our offerings are in the subject fields of Arts and Culture (1st and 2nd year) and then Visual Arts or Dramatic Arts or Music in the 3rd and 4th year; the three languages (Afrikaans, English and isiXhosa) from 1st to 4th year; Life Orientation (1st to 4th year); Social Sciences (1st and 2nd year) and then Geography or History (3rd and 4th year); Mathematics (1st to 4th year); Mathematical Literacy (1st to 4th year); Natural Sciences (1st and 2nd year) and then Life Sciences or Physics or Chemistry (3rd to 4th year); Economic and Management Science (1st and 2nd year) and then Business Studies or Economics or Accounting (3rd and 4th year); Technology (1st and 2nd year) and then Engineering and Graphic Design (3rd and 4th year); Information Technology (1st to 4th year); Computer Applications Technology (1st to 4th year).

Furthermore, we are mindful that in a changing world, South Africa faces its own particular economic and social challenges. Therefore, beginner teachers must be empowered to deal with contexts of change, the challenges of a culturally and linguistically diverse society, as well as with schools in different contexts. Thus, in response to the trend of multi-lingual classrooms, we strive to equip beginner teachers with basic multi-lingual skills. Our model offers Afrikaans, English and isiXhosa Major and Curriculum Studies as electives; English or Afrikaans as Language of teaching and learning (LoLT); Afrikaans or isiXhosa as First Additional Language (FAL) and Afrikaans or isiXhosa as Conversational Language. In addition to this, Inclusive Education forms an integral part of the qualification and Computers in Education is embedded in the compulsory subject, Professional Studies.

According to the Parliamentary Monitoring Group (21 August 2012) research done by the HSRC, it has indicated that South Africa will need 50 000 teachers in ten years time as the Human Resources model suggests a 1:22 teacher-learner ratio. Similarly the S. A. News, S.A Government News Agency (26 February 2013) reported that the Minister of Higher Education and Training cautioned that South Africa needs 18000 teachers annually.

The B Ed SP and FET Teaching qualification aims to address the demand as well as improve current teaching, learning and assessment practices through the personal and professional development of prospective teachers. This entails enabling teachers who can continuously reflect upon and improve teaching practice.

The B Ed in SP and FET Teaching, as an initial qualification, will prepare beginner teachers for a profession with complex and comprehensive aims, roles, knowledge, skills and attitudes and should serve the purpose of:

The development of focused subject knowledge and pedagogical content knowledge, thus the knowledge of subject matter and the knowledge of how to teach it.

The development of knowledge of learners and their development in diverse social contexts, the practical understanding of teaching and learning, the development of knowledge and skills to organise teaching, learning and assessment effectively in a diverse range of South African schools.

The development of knowledge of classroom practices which will enhance the teaching and assessment of the curriculum.

The development of knowledge of theories of learning and meta-cognition, including the fostering of an ability to critically reflect on own and others` thinking processes.

The development of a clear vision of professional practice, the development of a professional disposition and the development of a strong commitment to the ideals and practices of the teaching as a profession.

The development of a beginner teacher who understands and anticipates continuing professional development, lifelong learning and the development of citizenship in themselves and in the lives of their learners.

Rationale:
The Bachelor of Education in Senior Phase and Further Education and Training (B Ed in SP and FET) Teaching qualification also aims to improve current teaching, learning and assessment practices through the personal and professional development of prospective teachers. This entails enabling teachers who can continuously reflect upon and improve teaching practice. The qualification aims to develop in teachers the ability to critically reflect on their teaching practices in an effort to enable systematic learning for others in the diverse South African contexts. There is a dire need for higher education to develop teachers who can contribute to the development of its people to become responsible, participatory, self-understanding and reflective citizens who can make a significant contribution to an emerging democracy.

Thus, the purpose of the B Ed in SP and FET qualification is to provide initial preparation for teachers. It aims to build focused knowledge, skills and values required by teachers' for their professional practice, and to lay the basis for teachers to continue their professional development through lifelong learning.

In the changing world, South Africa faces its own particular challenges of economic and social change. as well as, in terms of existing benchmarks of performance per grade level, learners in schools have been performing significantly lower than they ought to, there is a dire need to prepare beginner teachers to be able to deliver high quality teaching and learning in schools. Beginner teachers need to be equipped to deal with broader contexts of change, the challenges of a society which is culturally and linguistically diverse, as well as with schools in very different contexts.

The B Ed in SP and FET Teaching qualification focuses, in all four years on the types of learning associated with the acquisition, integration and application of knowledge for teaching purposes (Disciplinary Learning, Pedagogical Learning, Practical Learning, Fundamental Learning and Situational Learning), which also form the basis of the curriculum for the B Ed in SP and FET Teaching qualification. Coupled with our goal to promote multi-lingualism, all learners in this qualification are exposed to all three regional languages, namely English, Afrikaans and isiXhosa. Learners will receive training in Computers for the use in Education, as well as in topical issues such as First Aid, HIV/Aids and diversity education.

The institution's vision of professional practice connects teaching with learning and requires teachers to be able to construct learning contexts and promote evidence of such learning. Professional practice includes a range of dispositions of critical enquiry, ethical engagement, persistence and motivation, and the capacity to act. It also requires that teachers be reflective of their own practice, and mindful of what it means to educate learners within a democracy.

In addition to this, a Council for Higher Education Committee (CHEC) study (February 2009) found that the reduced capacity in subject expertise is most evident among teachers in the Senior and FET phase, especially for the "newer" more integrated learning areas like Economic and Management Sciences and Arts and Culture. Furthermore, the Minister of Basic Education and Training alluded to the "uncomfortable bulge" of ageing South African teachers (Sunday Times, 22 September 2014).

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Recognition of Prior Learning is subject to policies of the institution. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries.

Recognition of Prior Learning can be used to grant credits for subjects. Exemptions will be granted for appropriate NQF Level subjects with the same credit value completed at other institutions Verified evidence must be provided.

Entry Requirements:
Admission requirements for this qualification:

A National Senior Certificate (NSC) passed with Bachelors' Degree admission.
Or

A Senior Certificate with endorsement.
Or

A National Certificate Vocational (NCV) passed with Bachelors' Degree admission.
Or

An Advanced Certificate.
Or

A 240 or 360 Credit Diploma.
Or

An Advanced Diploma in a cognate discipline.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

The qualification consists of compulsory modules at NQF Levels 5, 6 and 7, totalling 503 Credits.

Modules at NQF Level 5, 109 Credits:

Professional Studies 1A, 10 Credits.

Language of Teaching and Learning 1A, 8 Credits.

First Additional Language 1, 5 Credits.

Education 1A, 8 Credits.

Teaching Practice 1 A, 8 Credits.

Conversational Language 1, 5 Credits.

Conversational Language 2, 5 Credits.

Elective 1, 20 Credits.

Elective 2, 20 Credits.

Curriculum Studies 1, 10 Credits.

Modules at NQF Level 6, 219 Credits:

Education 1B, 8 Credits.

Professional Studies 1B, 10 Credits.

Teaching Practice 1B, 8 Credits.

Language of Learning and Teaching, 8 Credits.

Education 2, 15 Credits.

Professional Studies 2, 20 Credits.

Teaching Practice 2, 15 Credits.

Language of Learning and Teaching 2, 15 Credits.

Language of Learning and Teaching 3, 15 Credits.

First Additional Language 2, 5 Credits.

Elective 1, 45 Credits.

Elective 2, 45 Credits.

Curriculum Studies 1, 5 Credits.

Curriculum Studies 2, 5 Credits.

Modules at NQF Level 7, 175 Credits:

Education 3, 20 Credits.

Professional Studies 3, 20 Credits.

Teaching Practice 3, 15 Credits.

Education 4, 25 Credits.

Professional Studies 4, 20 Credits.

Teaching Practice 4, 15 Credits.

Elective 1, 25 Credits.

Elective 2, 25 Credits.

Curriculum Studies 1, 5 Credits.

Curriculum Studies 2, 5 Credits.

EXIT LEVEL OUTCOMES

1. The ability to combine subject knowledge and pedagogical content knowledge to enable the beginner teacher to identify, analyse, evaluate and critically reflect on appropriate range of methods which will introduce change within the field of teaching the specific subject.
2. To understand the learners and their development in diverse social contexts in order to organise teaching, learning and assessment effectively in unfamiliar and variable South African contexts (schools).
3. Critically reflect on own and others` thinking processes (meta-cognition), including the ability to analyse teaching practice, conceptions of teaching, working with knowledge, pedagogical content knowledge, the influence of language and professional judgment.
4. Develop a clear vision of the professional practice; of a professional disposition; and of a strong commitment to the ideals and practices of teaching as a profession and the ability to critically reflect on teaching as a profession, its issues and value systems.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Basic principles and practices of the core aspects of the subject are engaged with.

The subject within the diversity and complexity of the context is understood.

Reflective and critical thinking is applied to the teaching practice.

The integration of theory and practice is interpreted and applied.

Associated Assessment Criteria for Exit Level Outcome 2:

Technical, digital and visual literacy skills in Computer in Education are understood and applied.

Basic understanding and application of direct instruction as a teaching strategy is illustrated.

Own roles and responsibilities within the teaching and learning environment as well as in a diverse society are understood.

Basic ability to plan a lesson is demonstrated.

The ability to prepare selected teaching media for classroom use is demonstrated.

Basic understanding of the role of a teacher in the classroom is illustrated.

Reasons for using teaching and learning media are understood.

The aspects of writing board work are mastered and demonstrated.

Knowledge acquired with insight and thoughtfulness is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 3:

Core concepts in education of the diverse and dynamic environment of teaching and learning are identified and understood.

Core concepts related to pedagogy are identified and understood.

Challenges of a complex and dynamic teaching and learning environment are identified.

Associated Assessment Criteria for Exit Level Outcome 4:

The selection of content, teaching methodologies, and assessments methods are designed to facilitate learning in a classroom.

Principles of integration, transformation and the application and reflection of relevant knowledge to enhance teaching as a professional practice are designed.

Classroom techniques, such as group-work and learning by discovery are applied.

Lesson plans, worksheets and assessment plans are designed as part of teaching practice.

The use of verbal and non-verbal techniques; sentence structure; dictionary use; reading and writing skills as part of the development of learners is demonstrated.

Integrated Assessment:
The qualification complies with the institutional and the faculty assessment policy and the institutional and faculty's policy and procedures on internal and external moderation. The qualification will have both the summative and formative assessments.

Summative Assessment:
The qualification is based on the institutional system of continuous assessment which is combined with final summative assessment at the end of the year. The appropriate types of knowledge required to work reflectively and effectively in the field of education form the basis of assessments. The wide variety of subjects offered requires subject specific and focused assessments, reflecting the rational, procedures and conventions of the relevant subjects. Assessments will also reflect the unique needs of the subject and that will, at the same time, guide the number as well as the weightings of the assessments. The emphasis of the assessments in the subject methodologies also link very strongly with authentic assessments and therefore providing opportunities to form links with the field of education.

Formative Assessment:
A variety of assessment techniques will be used and will therefore provide an opportunity for students with varying learning styles to succeed. Assessment techniques include tests, online-tests, online-assignments, portfolios, digital storytelling, reflective journals, research assignments, methodology assignments, presentations, individual and group work assignments, reports, work based and/or integrated assessments and research assignments. Module guides will reflect the formal timetable for formal assessments throughout the year, while the subject guides will provide learner with the finer detail and weightings.

The assessment for school experience will comprise of an assessment of teaching practice and the portfolio. In teaching practice, learners are expected to satisfy the teaching practice criteria. Supervisors will be appointed by the School of Education, and together with the external examiner, the school in which they teach will be visited schools to assess the teaching practice. The assessment will comprise the supervisors' reports, confidential reports by schools, a student report and the examiner's reports.

INTERNATIONAL COMPARABILITY

The College of Education and Human Development: University of New Orleans in the United States of America offers a Bachelor of Science in Secondary Education. The purpose of the qualification is to equip learners with the necessary skills and knowledge as initial teachers. This qualification can be completed over four years with the following focus areas as specialisations; Biology, Chemistry, Earth Science, English, Mathematics, and Social Studies. Upon successful completion of the qualification learners will be able to demonstrate the following competencies:

Demonstrate content knowledge.

Demonstrate appropriate dispositions to be an effective secondary teacher.

Demonstrate ability to design, implement and evaluate effective secondary curriculum and instruction.

Furthermore the qualification reinforces the learners' decision to become a teacher and introduces them to pedagogy and relevant content, it provides learners with core education coursework, greater opportunities for field experiences, and support to begin the development of a portfolio that displays the learner's ability to apply theory to practice. This practice supports the current qualification as it also looks at the development of knowledge and skills of the initial teacher.

The Swinburne University of Technology in Australia also offers a four year Bachelor of Education (Secondary). The aim of the qualification is to provide learners with the capacity to engage in innovative approaches to teaching and learning in a secondary school. In addition, the qualification assists learners the ability to reflect on the social, ethical and professional expectations that the rise of technology brings to the classroom and the nature of learning. The qualification furthermore combines general education studies, teaching methods (curriculum studies), and professional experience.

In addition, learners are afforded three professional placements at a secondary school for a total of 80 days As a result, learners are not only qualified to teach Years 7 to 12 but also prepared as future educational leaders and innovators.

Conclusion:
These qualifications compare favourably with the current Bachelor of Education in Senior Phase and Further Education and Training Teaching. Emphasis in all these qualifications is on the improvement of teaching by providing a good foundation for teachers in preparation, learning and assessment practices through the personal and professional development of prospective teachers. In addition, specialisation in terms of modules an initial teacher needs to study as part of the qualification either from the second year or throughout the entire qualification is highlighted.

ARTICULATION OPTIONS

Horizontal Articulation:

Bachelor of Education in Senior Phase in Science and Mathematics.

Advanced Diploma in Education in Special Needs Education.

Vertical Articulation:

Bachelor of Education Honours Degree, NQF Level 8.

Bachelor of Arts Honours in Educational Linguistics, NQF Level 8.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

1.	Cape Peninsula University of Technology